Lesson 4

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Lesson 4- Colonial Settlements: Roanoke and Jamestown

LESSON PLAN GRADE FIVE


Lesson Four


UNIT : Colonial America
LESSON 4: Countries and their Settlements (Roanoke & Jamestown)
TIME FRAME: 1 Class Period
BACKGROUND INFORMATION FOR TEACHERS
STAGE 1 – DESIRED RESULTS
TOPICAL UNDERSTANDING: Key historical events led to early settlements in the Colonial America.
ESSENTIAL QUESTION:
How did the settling of the different European countries in North America lead to the colonization ofAmerica?

OBJECTIVE:
2.B.2.b – Students will be able to provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology.
3.B.1.b – Students will be able to explain how colonist adapted to and modified their enviroments and how these modifications sometimes created environmental problems.
3.C.1.a – students will be able to explain how geographic characteristics influenced settlement patterns in Colonial America.
5.A.2.a - Students will be able to describe the major settlements in Roanoke, St. Augustine and Jamestown.

POWER STADNARD:
Identify and explain questions that are left unanswered from the text.
SKILLS AND PROCESSES:
6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information.
6A.4.a – Indentify and explain what is directly stated in the text.
6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

CCSS:

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
MTLSS:

2B.1.f Use safe and correct security procedures (such as protecting password and user ID)

3A.1.b Use teacher- selected, technology tools that enhance learning

3B.1.a Use technology tools to work collaboratively within the school community
CONNECT: Text features and possible inferences made while reading the text.
STAGE 2 – ASSESSMENT EVIDENCE
ASSESSMENT EVIDENCE: Settlement Chart
STAGE 3 – LEARNING PLAN
MATERIALS:
History Alive Textbook (pages 59-62)
Settlement Chart
lesson_3_settlement_chart.pdf

Predication Chest
lesson_3_prediction.pdf

Settlement Map
lesson_3_map.htm

http://yellowmaps.com/
This is a virtual map to show where the settlements were located.

VOCABULARY:

HOOK/MOTIVATOR:
Share this video of King James then, share the images of Roanoke and Jamestown colonies with students and ask them to compare and contrast them paying close attention to their location, set up and accessibility.

PROCEDURE:
  1. Go back to the question that was asked at the previous lesson.
  2. Let the students share some of their thoughts and explain their thinking.
  3. Have the students take out their settlement chart and their History Alive book.
  4. Today the students will be reading pages 59-62 only.
  5. They should find a different partner (from the previous lesson) to read with. As they are reading they are to continue filling in their settlement chart. Remind the students to think about how and why the colony was settled.
  6. When the students are finished they will go back to their original prediction group from the previous lesson and discuss their findings.
  7. Then, have the students take out their maps from the previous lesson and locate Jamestownand Roanokeon them.
  8. Explain to the students that, even in non-fiction text, there can be questions that are left unanswered.
  9. Students will work in groups to generate questions about information left unanswered from the text.
  10. When students are finished, have them come back together and share the questions they generated.

Distance Learning Connection:
Watch this Roanoke video and be prepared to come to class and discuss what you think would have happened to the Lost Colony.